Your results may vary. I created, adapted, and taught these materials for my own students and their needs. I found help from many sources, and am constantly adding citations to credit where it’s due. (Please inform me if you have any corrections.)
I claim no expertise. Many great resources help teachers daily, so I am only including the physical things an exhausted teacher might want to print and project 5 minutes before class begins, say.
I continue to revise and add. Like each person’s learning, it’s a work in progress.
Print & Teach
Fellow teachers: my resources are formatted for immediate free use.
No sign-up, just an editable Google document link.
As a public high school science teacher, I formatted everything for the way a teacher would with access to a photocopier & a paper cutter, so usually multiple copies exist on a page. Edit your own copy for your needs.
I’ve taught both binder- and journal-based classes, but most of the graphic organizers in these documents are 2/pg so students can attach them to their journal pages. Labs are always full-page.
Written responses expect beginner competency for identifying features of graphs.
Teacher: Draw deeper discussions of evidence, inference, and argumentation based on topic or skill.
Students: Practice graphical analysis while demonstrating competency about a variety of topics involving daily life or pop culture (because Zone of Proximal Development + reduced unnecessary cognitive load).
You are free to copy and adapt all the teaching resources on this page. I appreciate feedback on what to keep/toss/expand/scaffold.
Further reading: How I used these documents
Structure & Intentionality: Ideally, my students learn and operate the structure of my class, and I can step in for direct coaching around a group-based design problem. At any time during class, each student should know what we are doing, why, and be able to report whether the activity is meaningful/interesting to them. For a lab-based, 35+ student, high school demographic with widely-ranging needs, my students begin class with a Do Now and we try to end with an Exit Ticket.
Once my students understand the objective of the Task type, they know how to use it to improve their own understanding. Types of tasks include:
Do Now (1) reviews previous ideas, (2) introduces new concepts, (3) or practices skills.
Literature Review analyzes two brief summaries of science journal papers to compare how one changed or complicated the other.
Peer Review & Interviews
Pair-Share (Observe-Infer-Wonder; KWL; How do I know what I know?)
Review games (DIY a Taboo deck for the semester & add to it; submit future Jeopardy questions, etc.)
Exit Ticket (1) reviewing lesson content and (2) checking on their own understanding. Usually taken by Plickers survey. I prefer Plickers because it only depends on the instructor having a phone, and I can analyze statistics. Students can also track their overall class progress.
Note to self: To Do (what I’m adding next)
Data Do Now Sets
Data Now A-2: Flow Charts & Concept Maps
Data FRQ Posters examples
Google Docs, Slides, & Student Work
6-week sequence for Evolution for central question: How well-evolved are humans for modern life?
docs & examples of student work from Great Fossil Find
docs & examples of student work from Writing Checks
docs & examples of student work from Broken Circles
Final project: week-long series on Ebola (includes Docs & Slides)
Final project: 5 week-long PBL for prosthetics (musculo-skeletal, biomechanics, engineering)
Assessment: Neuroscience: week-long exam about sentencing requirements & neurological scans
list of my classroom procedures
list of my interpretations of behavioral patterns
(will post soon; tidying up from my teaching materials)